This section explains how difficulties with sensory processing can lead to problem behaviour. The difference between hyposensitivity and hypersensitivity in relation to the seven senses is explained and interventions with examples are presented.
Sensory Processing
Problems with sensory processing can lead to:
Sensory overload (hypersensitivity) or
Sensory-seeking behaviour (hyposensitivity
Hypersensitivity and Hyposensitivity can relate to all senses:
Vision
Hearing
Touch
Taste
Smell
Proprioception (body position awareness)
Vestibular system (balance and spatial orientation)
Sensory processing usually occurs automatically. We learn things through our senses and how our body fits in and functions in the world.
Some people with autism have trouble organizing and responding to information from the senses.
Sensory issues range from ‘quirks’ that we all can experience to severe disruption.
Some children with autism can be both hyposensitive and hypersensitive.
Hypersensitivity (too much)
Hypersensitivity refers to having an extreme sensitivity to stimulation of the senses. A child can be overly sensitive in one or several of the 7 senses.
Hyposensitive (too little)
Hyposensitivity occurs when a child is underwhelmed by his environment and needs to seek out additional sensory information to feel satisfied. Again a child that is hyposensitive might have issues with one or several of the 7 senses.
Sensory Processing Issues
It is important to look at the environment in relation to difficulties it may be creating for the child.
The environment can sometimes be altered to help the child with any sensory processing issues he might have. For instance lighting can be altered or volume can be reduced or increased. Alternatively social stories or visual prompts can be used to prepare a child for environments that cannot be altered.
We believe that a careful assessment of the person’s sensory sensitivities should be carried out by a trained professional before any sensory intervention is applied. However, some of the following information may be helpful.
Hypersensitivity Intervention
Look at the environment around you what can you change?
Smell: A child might find certain smells overwhelming. Make the environment as fragrance free as possible.
Sound: Sounds of a particular volume or pitch can be extremely distressing for children who are hypersensitive to sound. Cut out conflicting sounds by closing windows and doors and reduce volume can help to reduce distress.
Sight: Certain bright lights such as fluorescent lights or sometimes the sunlight can be difficult for a child who is hypersensitive. When possible avoid fluorescent lights or bright lighting. Use low wattage bulbs and provide a quiet dark space in the home where the child can go if they feel overwhelmed.
Taste: It is common for a child with autism to be a ‘plain eater’. Dry, white, crispy foods are often all some children will eat. Some foods have too strong a flavour. It is okay to for the child to eat plain foods but it is important that they get the necessary dietary nutrition they need. If there is any concern professional advice from a nutritionist is advised. Other foods can be introduced but this is normally done in a very gradual and limited way and under the advice of a professional.
Touch: The slightest touch for some children with autism can feel painful. It is important to forewarn a child if you are going to make physical contact. Some materials as well as tags and seams on clothing can also be extremely irritating. Removing tags and buying clothes that do not cause irritation can make a big difference to a child who is sensitive to touch.
Proprioceptive Avoidance: Children who have problems with proprioception are often clumsy; they bang into things and find it difficult to hold things properly. Both fine and gross motor activities can help to develop proprioception. Fine motor activities include lacing boards, pegboards and wooden puzzles. Gross motor activities include running, jumping on a trampoline, climbing or any playground activity.
Vestibular System: Balance and spatial awareness issues can be common in children with autism. Engaging in everyday play activities that allow for gross motor movement can help to develop a child’s vestibular system. Most playground activities are ideal.
Hyposensitivity Intervention
Smell: Children with autism are sometimes under sensitive to smell. They seek out smells. Make different strong scented objects available that the child can access when required.
Sound: Hearing may be limited so volume may need to be increased or visual supports can be used to back up verbal information.
Sight: For some children objects may appear dark, blurred or lose some of their features. They can also have poor depth perception which can lead to clumsiness. A child might seek out bright objects or light. Simple, clear visual supports may help if the child is having difficulty with vision. In some cases it may be necessary to get advice from an optometrist.
Taste: Some children can be under sensitive to taste and may seek out strong flavours or eat inedible items such as earth (Pica).
Replace the item with an appropriate alternative such as something crunchy or a chewy tube.
Healthy strong tasting foods can be provided.
Make sure the child has some dietary variety.
Touch: Children with autism can be under sensitive to touch. They may seek out deep pressure by holding others tightly.
Weighted blankets or hugs can be provided for deep pressure. (Professional advice is advised)
Sometimes a child needs to touch or put different textures in his mouth (mouthing).
Chewy tubes or crunchy foods can help with mouthing.
In some cases children may smear faeces.
Water, sand or other textures can be provided to give the child the sensory input he needs. Some children who are hyposensitive to touch may also be indifferent to pain.
Social stories and visuals can be used to teach danger.
Proprioception: Some children have difficulty judging their proximity to others or how much pressure they need to apply to something, they may also have difficulty navigating their way around obstacles. Playground activities such as swings, slides, trampolines as well as running, jumping and push and pull activities will help to stimulate the muscles and joints and provide proprioceptive input.
Vestibular System: Some children have difficulty with balance and spatial orientation. They often rock or spin to get the sensory input they need. Gross motor activities that can be carried out in the playground are again recommended to help with balance and spatial orientation.
Some children will find some of the above activities difficult so it is important to assess how the child copes with each activity and to move slowly. If you are unsure an Occupational Therapist will assess what a child needs in relation to any sensory difficulties he may have. It is important that the correct intervention is applied as the wrong intervention may cause more harm than good.
